When introducing, deepening, or sustaining Collaborative Response, thoughtful consideration in regards to timing is required to ensure we meet the targets of implementation.
This concept extends far beyond Collaborative Response and applies to any engagement or initiative within schools or school divisions. The crux lies in understanding that timing is not a one-size-fits-all endeavor; it requires careful consideration of the unique context, readiness, and pace of each situation in each setting.
The complexity of Collaborative Response, with its multi-step processes and intricate structures, underscores the challenge of navigating the right timing. It demands a keen awareness of the space and place where everyone within the school community finds themselves. Recognizing the staff's readiness and the current context becomes paramount in making informed decisions about the next steps, emphasizing the need to resist the urge to rush. When considering implementation of Collaborative Response, access our Targets for Implementation to support you in determining steps to consider.
At a divisional level, the challenge becomes even more intense as schools progress at different paces and are all unique in their context. The diversity in progress is a common refrain during leadership days, and the importance of understanding this variance cannot be overstated. Thoughtful timing involves knowing when to push forward, introduce a new step, and when to hold back and allow for a moment of reflection and consolidation.
We often share the mantra of "ready, fire, aim" which encapsulates the dynamic nature of this work. While the firing stage emphasizes the importance of getting started, it also underscores the need for a thoughtful approach to initiating action. Moving forward with intention requires a balance between readiness and pushing forward.
Early in this work in our own school, we had researched the possibilities of small group reading intervention and the impact that it could have on students in regards to attending to learning gaps and building skills that were missing. In the design of our timetable, we included an intervention block for each grade level. When we started the school year, we realized that we needed to invest more time with our staff in understanding the purpose and intention of the intervention block before we could actually begin the work which meant we needed to slow down or even pause. We did not let staff know that the intervention block was built in but rather moved forward with the timetable knowing that we had the possibility when the moment was right. Mid-year, after several conversations with our Grade 1 teachers, we moved forward with a pilot to implement intervention groups to trial the process and to work through the issues that might occur as a result. The following year, we were able to proceed with all grades. This illustrates the importance of aligning initiatives with the staff's pace and readiness, fostering a collaborative and supportive environment. Pushing forward before readiness was realized would have likely created significant stress, mistrust and ultimately would have significantly impeded progress forward with what would become a very effective school-wide structure.
There are a number of considerations that can support you as you reflect on your next steps, regardless of whether you are just starting out or if you have been on this journey for a number of years.
Friction as a Signal for the Next Step
Friction can be an indicator of progress. When staff voices concerns or feels overwhelmed, it's time to pause, reflect, and possibly reevaluate the next step. Listening carefully to staff cues and questions can guide leaders in making informed decisions about when to move forward and when to take a step back. This insight aligns with the philosophy that friction often indicates the need for progress. We often suggest the hint of staff frustration with the current situation may be a positive indicator that timing is right to introduce a next step forward.
Natural Progression and Sequencing
Our journey in Collaborative Response work has shown us the importance of natural progression. Starting with collaborative structures and team meetings, we evolved to addressing data and then to articulating and implementing the continuum of supports. Recognizing the right time for each step ensures a smoother transition and prevents overwhelming staff.
Building in Review Times for Intentional Reflection
Several school leaders, in their implementation, have taken a thoughtful approach by building review times into their collaborative response work. Scheduled spaces for reflection and feedback help inform the timing of the next steps, ensuring that progress aligns with the readiness and needs of the staff. This also provides for consistent feedback and builds ownership in the process and decisions moving forward.
Exit slips, as tools for reflection, are an effective means of gauging the success of collaborative team meetings. The leader and all participants could use these slips to reflect on the meeting's effectiveness, identify areas for improvement, and inform the timing of the next steps. The following templates provide examples of exit slips that could be used to assist with gathering feedback in terms of success of the collaborative team meeting.
Piloting for Gradual Implementation
Starting with a small pilot group can be a strategic move to gauge impact and refine approaches before scaling up. The "just do it" mentality should be celebrated, but with a cautious approach to avoid overwhelming staff. A pilot group of early starters can provide the avenue for exploring and experimenting with possible next steps before rolling out the initiative with the entire school
We acknowledge that the journey of implementing Collaborative Response is intricate and not subject to a rigid timeline. The focus should be on staying true to the path, recognizing the readiness of the team, and understanding that true progress is an ongoing journey. It's not about achieving everything within a short timeframe but rather discerning the right moment to introduce each iteration or refinement in the Collaborative Response journey.
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